• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.9
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• pp.1482-1491
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• 2013

The purpose of this study was to investigate the safety accidents and physical fatigues of school foodservice employees. Out of 300 questionnaires distributed from December 1~20, 2011, 276 responded. After excluding 54 incomplete questionnaires, 222 (usage rate: 74%) were examined in the final analysis. First, our results showed that in terms of safety accidents, most received bruises (92.8%), followed by burns (73.0%), cuts and lacerated wounds (69.4%), sprains (47.7%), falls (42.8%), fractures/dislocations (31.5%) and electric shock (2.7%). Second, we found that the average degree of physical fatigue of school foodservice employees was 3.65 based on the 5-point Likert scale. Specifically, pain in the arms and wrist was rated the highest, at 4.18. Third, results showed that the factors affecting physical fatigue were 'class of school' (P<0.05), 'frequency of meal serving per day' (P<0.05), 'no. of meals served per day' (P<0.001), 'no. of meals per employee' (P<0.05) and 'warm-up exercise before starting work' (P<0.05). This means that foodservice employees serving middle schools, serving meals three times per day, serving more than 1,000 meals per day, and serving more than 111 meals per employee perceive higher levels of physical fatigue. In addition, the physical fatigue of those who perform warm-up exercises before starting work was significantly lower than those who do not perform warm-up exercises before work (P<0.05). In conclusion, the frequently occurring major safety accidents of school foodservice employees were bruises and burns. An increase in workload also leads to the increasing physical fatigue of school foodservice employees. Thus, to lower the physical fatigue of school foodservice employees, school foodservice employees should be encouraged to perform warm-up exercises before staring work and new staffing guidelines for school foodservice employees should be developed.

• Journal of the Korean Institute of Gas
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• v.22 no.1
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• pp.37-44
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• 2018

As the international Maritime Organization is tightening up the emission regulation vessel, many countries and companies are pushing ahead the LNG fuel as one of long term solution for emission problems of ship. as a study on the way to conduct business for LNG bunkering around the world, this study was analyzed in view-point of business models focused on major countries such as Japan, China, Singapore, Europe and United States. The results of this study are as follows. China first established a nation-centered LNG bunkering policy. And then, the state and the energy company have been cooperating and carrying on LNG bunkering business for LNG fueled ships. Some countries in Europe and United States are in the process of LNG bunkering business mainly with private company. To obtain cheaper LNG fuel than bunker-C, the private company has a business model of LNG bunkering on their own LNG fueled ships, while securing LNG with high price competitiveness through partnership with middle class operators such us LNG terminal and natural gas liquefaction plant. Also, the LNG bunkering business around the world is focused on private companies rather than public corporations, but it was going to be focused on large energy companies because the initial cost required to build LNG bunkering infrastructure. Three models (TOTE model, Shell model, ENGIE model) of LNG bun kering business are currently being developed. It has been found that the way in which LNG bunkering business is implemented by different countries is applied differently according to the enterprise and national policy.

• 대한공업교육학회지
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• v.39 no.1
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• pp.1-22
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• 2014

The purpose of this research are to investigate and analyze requests of middle school students, parents and people in charge of human resources of industrial institutions and to suggest implications which are necessary to establish vocational high schools in Asan area. To achieve them, demands, for the establishment of vocational high schools, requests of desirable department, area, etc. which are recognized by middle school students, parents and people in charge of human resources of industrial institutions in Asan-si were surveyed and analyzed. The subjects of the survey were students and parents who were selected from one third grade class out of each of all the middle schools of Ansan-si. Also, for the people in charge of human resources of industrial institutions, industrial institutions including more than 10 employees were firstly sampled and selected. The number of students analyzed is 484, parents 458, industrial institutions 81, the results are as follows. First, among the third graders, there were 18.5% students who wanted to enter vocational high schools and 72.6% students that replied saying they may enter if vocational schools are established in Asan-si. Among them, 8.8% students replied that they will definitely enter. Second, among the parents, 30.8% wanted their children to enter vocational high schools and 76.9% replied that they may enter if vocational high schools are established in Asan-si. Among them, 8.4% replied that their children will enter certainly. Third, people in charge of human resources of industrial institutions replied that they may recruit 98.8 percent of graduates of vocational high schools in Asan area. Among them, they replied that 17.3% will be recruited certainly. For the replies of recruitment time, there were 49.4% of 'within 1 year', 30.9% of 'within 1~5 years' and for working, there were 60.8% of 'mechanical operators and assembly workers' and 31.6% of 'technicians and functional workers'. Fourth, for the most preferred departments when establishing vocational high schools in Asan-si, middle school students wanted hospitality management, parents were for electricity and electronics, industrial institutions replied with vehicle mechanics. By affiliation, more than the half of respondents wanted industrial affiliation. Fifth, for the most preferred departments when establishing vocational high schools in Asan-si, middle school students and parents preferred Onyang-dong, industrial institutions preferred Dunpo-myeon. Results showed that the most desirable areas were in the vicinity of one's own residential area.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.34 no.3
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• pp.28-37
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• 2016

Through the research and analysis on the hydrological environment and soil environment of habitats through documentary and field studies over 14 habitats of Euryale ferox Salisb. within Jeollabukdo, with the objective of acquiring the basic data for forming an environment based on plantation of reservoirs that are composed with Euryale ferox, the following results were obtained. As a result of analyzing the construction period of the habitats of Euryale ferox from a total of 14 places, the average period of duration after construction of all subject reservoirs appeared to be 71.8 years. Moreover, when examining the relationship between the age of reservoirs and eutrophication, it could be judged that at least the eutrophication of subsoil and water environment is not an obstacle to the growth of Euryale ferox grows in habitats that have a reservoir age of approximately 70 years or more. As a result of analyzing the gardening of soil sediment of the Euryale ferox habitats, the component ingredients appeared to be composed of 80.2% of clay, 16.7% of silt and 3.1% of sand, and the soil class pursuant to such was classified as 'heavy clay'. The organic matter contents of soil sediment appeared to be an average of 36g/kg, and there appeared to be no noticeable difference between the habitats and non-habitats of Euryale ferox. The water quality environment of Euryale ferox habitat appeared to be pH 6.5~7.9, concentration of dissolved oxygen to be $1.8{\sim}8.8mg/{\ell}$, concentration of COD to be $6.8{\sim}74mg/{\ell}$, floating materials to be $2.0{\sim}213mg/{\ell}$, total nitrogen to be $0.422{\sim}10.723mg/{\ell}$, and phosphate to be $0.003{\sim}0.126mg/{\ell}$. The average DO concentration of Aedang Reservoir at Jeongeup, Daejeong Reservoir at Imsil, and Myeongdeokji at Gimje with high vitality and green coverage ratio of Euryale ferox appeared to be $3.5mg/{\ell}$, total nitrogen to be $1.33mg/{\ell}$, and concentration of phosphorus-phosphate to be $0.061mg/{\ell}$. When comparing such with the entire average value, the DO and total nitrogen concentration appeared to be rather low, and the phosphorus-phosphate concentration appeared to be higher by two times or more, thus, an in-depth study on the correlation of the vitality of Euryale ferox Salisb. and concentration of phosphorate-phosphorus will be needed in the future.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.36 no.1
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• pp.20-33
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• 2018

This study aims to illuminated landscape of Joseon Dynasty in the end of 19th century when Joseon dynasty began to modernize through the perspective of Westerners. Historical meaning to Western people's landscape records has been preceded. And landscape typology and their perception were analyzed. The results were as follows. First, the Westerners who visited Joseon dynasty at that time were involved in the historical and political situation of the Joseon Dynasty or understood their culture through traveling for so long. And record of Westerners is a significant data to analyze scenery at that time because common contents appear in various books. Second, the landscape of Joseon dynasty that appears in Western records was mainly recorded in small towns and villages, natural environments, scenic sites, historic sites, modern facilities, and cultivated areas. Small towns and villages are mainly mentioned with shabby alleys and dense houses. And natural landscape were identified to mountain landscapes and diverse geomorphological landscape that surrounding vegetation along the coast and rivers. The palaces, fortress and temples were recorded as main objects of scenic sites and historic site. And western-style buildings such as foreign legations and settlements, churches and schools were mentioned in the modernized facilities. A cultivated land was confirmed to be underdeveloped and neglected, but as range of view became wider, it was seen to a peaceful and prosperous rural landscape. Third, Westerners' landscape perception of Joseon dynasty at that time can be deduced from positive or negative perceptions. The residential environment was perceived as negative because it was unsanitary and backward. On the contrary, outstanding natural landscapes, scenic sites and historic sites, and upper class gardens were perceived as positive. For modernized landscapes, positive and negative perceptions were similarly mentioned. Positive perceptions were formed in improvement of civilized landscape, and appeared negative perception because damaged traditional landscapes and heterogeneity.

• Restorative Dentistry and Endodontics
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• v.24 no.2
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• pp.310-321
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• 1999

In this in vitro study, confocal laser scanning microscopic morphology of dentin-resin interface and its relationship to shear bond strength were investigated after the exposed dentin surfaces were treated with 3 different kinds of dentin adhesive systems[three-step; Scotchbond Multi-Purpose Plus(SMPP), self-priming bonding resin; Single Bond(SB), self-etching primer; Clearfil Liner Bond 2(LB2)]. 52 extracted human molar teeth without caries and/or restorations. The experimental teeth were randomly divided into three groups of seventeen teeth each. In five teeth of each group, class V cavities(depth: 1.5mm) with 900 cavosurface angles were prepared at the cementoenamel junction on buccal and lingual surfaces. Bonding resins of each dentin adhesive system were mixed with rhodamine B. Primer of SMPP was mixed with fluorescein. In group 1. the exposed dentin was conditioned with etchant, applied with above primer and bonding resin of SMPP. In group 2, with etchant and self-priming bonding agent of SB. In group 3, with self-etching primer and bonding agent of LB2. After treatment with dentin adhesive systems, composite resin were applied and photocured. The experimental teeth were cut longitudinally through the center line of restoration and grounded so that about $90{\mu}m$-thick wafers of buccolingually orientated dentin were obtained. And, $70{\sim}80{\mu}m$-thick wafers sectioned horizontally, thus presenting a dentinal tubules at 900 to the cut surface of a remaining tooth, were obtained. Primer of SMPP mixed with rhodamine B was applied to these wafers. Confocal laser scanning microscopic investigations of these wafers were done within of 24 hours after treatment. To measure shear bond strength, the remaining twelve teeth of each group were grounded horizontally below the dentinoenamel junction, so that no enamel remained. After applying dentin adhesive systems on the dentin surface, composite was applied in the shape of cylinder. The cylinder was 5mm in diameter, and 2mm in thickness. Shear bond strength was measured using Instron with a cross-head speed of 0.5mm/min. It was concluded as follows ; 1. Hybrid layer of SMPP(mean: $4.56{\mu}m$) was thicker than that of any other groups. This value was not statistically significant thicker than that of SB(mean: $3.41{\mu}m$, p>0.05), and significant thicker than that of LB2(mean: $1.56{\mu}m$, p<0.05). There was a statistical difference between SB and LB2(p<0.05). 2. Although there were variations in the length of resin tag even in a sample, and in a group, most samples in SMPP and SB showed resin tags extending above $20{\mu}m$. But samples in LB2 showed resin tags of $10{\mu}m$ at best. 3. Besides primer's infiltration into demineralized peritubular dentin and dentinal tubules, fluorophore of primer was detected in the lateral branches of dentinal tubules. 4. All groups demonstrated statistically significant differences from one another(p<0.05), with shear bond strengths given in descending order as follows: SMPP(18.3MPa), SB(16.0MPa) and LB2(12.4MPa). 5. LB2 having thinnest hybrid layer($1.56{\mu}m$) showed the lowest shear bond strength(12.4MPa).

• Journal of Intelligence and Information Systems
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• v.20 no.3
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• pp.133-149
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• 2014

One of the main purposes of universities is to create new intellectual resources that will increase social values. These intellectual resources include academic research papers, lecture notes, patents, and creative ideas produced by both professors and students. However, intellectual resources in universities are often not distributed to the actual users or companies; and moreover, they are not even systematically being managed inside of the universities. Therefore, it is almost impossible for companies to access the knowledge created by university students and professors to utilize them. Thus, the current level of knowledge sharing between universities and industries are very low. This causes a great extravagant with high-quality intellectual and human resources, and it leads to quite an amount of social loss in the modern society. In the 21st century, the creative ideas are the key growth powers for many industries. Many of the globally leading companies such as Fedex, Dell, and Facebook have established their business models based on the innovative ideas created by university students in undergraduate courses. This indicates that the unconventional ideas from young generations can create new growth power for companies and immensely increase social values. Therefore, this paper suggests of a new platform for intellectual properties distribution with university-industry cooperation. The suggested platform distributes intellectual resources of universities to industries. This platform has following characteristics. First, it distributes not only the intellectual resources, but also the human resources associated with the knowledge. Second, it diversifies the types of compensation for utilizing the intellectual properties, which are beneficial for both the university students and companies. For example, it extends the conventional monetary rewards to non-monetary rewards such as influencing on the participating internship programs or job interviews. Third, it suggests of a new knowledge map based on the relationships between key words, so that the various types of intellectual properties can be searched efficiently. In order to design the system platform, we surveyed 120 potential users to obtain the system requirements. First, 50 university students and 30 professors in humanities and social sciences departments were surveyed. We sent queries on what types of intellectual resources they produce per year, how many intellectual resources they produce, if they are willing to distribute their intellectual properties to the industries, and what types of compensations they expect in returns. Secondly, 40 entrepreneurs were surveyed, who are potential consumers of the intellectual properties of universities. We sent queries on what types of intellectual resources they want, what types of compensations they are willing to provide in returns, and what are the main factors they considered to be important when searching for the intellectual properties. The implications of this survey are as follows. First, entrepreneurs are willing to utilize intellectual properties created by both professors and students. They are more interested in creative ideas in universities rather than the academic papers or educational class materials. Second, non-monetary rewards, such as participating internship program or job interview, can be the appropriate types of compensations to replace monetary rewards. The results of the survey showed that majority of the university students were willing to provide their intellectual properties without any monetary rewards to earn the industrial networks with companies. Also, the entrepreneurs were willing to provide non-monetary compensation and hoped to have networks with university students for recruiting. Thus, the non-monetary rewards are mutually beneficial for both sides. Thirdly, classifying intellectual resources of universities based on the academic areas are inappropriate for efficient searching. Also, the various types of intellectual resources cannot be categorized into one standard. This paper suggests of a new platform for the distribution of intellectual materials and human resources, with university-industry cooperation based on these survey results. The suggested platform contains the four major components such as knowledge schema, knowledge map, system interface, and GUI (Graphic User Interface), and it presents the overall system architecture.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.67-87
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• 2006

This study is to recognize a problem in the practice of performance assessment in elementary school, and to find out some suggestive points for improvement of teaching·learning method in elementary mathematics through assessment by reducing time restriction according to assessment through the practice of self-assessment, peer-assessment and observation, and then by reflecting the results of assessment on teaching learning plan. For that, the questions of study set up are as follows ; 1. How should self-assessment and peer-assessment be applied to in elementary mathematics assessment? 2. How should the time for 'let's play an interesting game' be managed for assessment of elementary mathematics? 3. How should the results of assessment be reflected on the Process of teaching and learning of mathematics? To solve these problems, a researcher of this thesis performed self-assessment, peer-assessment on 40 students of second grade under her charge as a class teacher, and applied observation in the time management process for 'let's play an interesting game' for a semester. self-assessment was made by mathematics journal, self-assessment chart, peer-assessment was by the analysis of conversation record among students in the situations of assessment, and observation was by observation of activity when playing with the results data of play analyzed. the concrete methods of application as follows ; First, mathematics journal was applied $1{\sim}2$ times by each unit with reconstruction into the level of second grade on the basis of the preceding-study models. Second, peer-assessment was applied to the unit-assessment time and the play-activities time by the method of recording·analyzing the contents of conversation among students in the process of assessment. Third, mathematical attitude & dispositions of students making use of the self- assessment table were examined referring to the teaching learning plan. Fourth, the time management for 'let's play an interesting game' was made through the prior recognition of play method and the joyful play-activities by use of the play-plate. Assessment depended on analysis of play-activities results of students making use of an observation form. Fifth, the results of self-assessment, peer-assessment, and observation were analyzed, and then they were made use of as self-observation data, of teacher her/his self, or teaching·learning improvement data. Students' self-assessment datum (mathematics diary, self-assessment sheets, conversation contents in the process of assessment) and observation materials (check lists, Play-activity result materials, conversation contents in the process of play) obtained in the process of application was analyzed as follows ; 1. From the practice of self-assessment in form of mathematics journal, I could obtain not only datum showing how much students was understanding the learning aims by unit time and to any degree they reached but also information about their response to learning datum and favorable type of learning. 2. Assessment by self-assessment chart was useful in planning the mathematics teaching learning process because it helps ascertain mathematical attitude & dispositions of students. 3. Through the application of peer-assessment, students had the opportunity of communicating with other students looking back on his/her explaining process, and teachers could obtain basic materials for assessment of students. 4, In case of time management for 'let's play an interesting game', there was natural extension of play made through time-security by prior looking into the method of play-activity, and then, for a remained time, by making children play a new game. 5, I could easily record the activities of students by use of the observation. form, and make use of it as basic data for descriptive assessment. 6, Each kinds of data obtained from the results of assessment was helpful for securing self-observation materials in the process of teaching learning and for their betterment in mathematics subject. However, because they were in the second grade of elementary school and there was an individual difference, some students could not make use of mathematics diary or self-assessment form properly. In case of these students, assessment data would be obtained through interview or observation. And for effective operation of play, its purpose & method and matters that demand special attention when play-acting should be clearly guided. Also, when applying an effective play in addition to play activities in textbook, to lessons, interesting mathematics lessons could be guided.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.